| 李晓霞,赵大鹏,朱斌,吴梦醒,朱耀轩.军校专业基础课形成性考核“3＋2”模式探索与实践——以“光电原理”课为例[J].军事高等教育研究,2020,43(2):100-104 |
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| 军校专业基础课形成性考核“3＋2”模式探索与实践——以“光电原理”课为例 |
| Design and Practice of“3+2”Formative Assessment Mode for Subject Foundation Requisites in Military Academies：The Case of Electro-optics Principle Course |
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| DOI： |
| 中文关键词: 形成性考核 专业基础课 军校 课堂表现 |
| Key Words:formative assessment subject foundation requisite military academy classroom behavior |
| 基金项目:国防科技大学教育教学研究重点项目（U2019113） |
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| 中文摘要: |
| 课程考核是教学活动重要环节，考核模式改革已成为当前高校教学改革的重点之一。针对光电原理课程考核存在的不足，阐述了军校专业基础课考核模式改革的目的，并从考核内容、考核模式设计和组织实施等方面，对由3环节理论课考核和2环节实验课考核构成的“3＋2”形成性考核模式进行了探索和教学实践。结果表明，在该考核模式下，课堂抬头率和活跃度明显提高、课程考核的广度、深度和维度明显增加、教学内容和教学方式得到不断优化、课程考核的组织和实施更加规范有效。 |
| Abstract: |
| University curriculum assessment is an important step of the teaching activities，and its reform has become one of the key points of the current teaching reform in colleges and universities. Considering the assessment deficiencies in electro-optics course，a subject foundation requisite，we set forth the aim of assessment reform in military academies. A“3+2”formative assessment mode，including 3 steps of classroom course assessment and 2 steps of laboratory course assessment，has been proposed and practiced in the electro-optics course. The assessment practices show that students were obviously more willing to listen to the teacher and were more active，the scope，depth and dimension of curriculum assessment were significantly increased，and the teaching contents and methods were optimized while the organization and implementation of course assessment becomes formal and effective. |
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